创新型企业家的个人知识与大学生创业知识生成

Development of Personal Knowledge among Innovative Entrepreneursand Its Implications for College Entrepreneurs’Knowledge Acquisition

人类通过知识生产模式1或知识生产模式2生产言传知识和意会知识。目前大学课程的内容结构与课程取向不利于学生完整把握人类知识,因而学生创新创业能力低下。创新型企业家依靠知识创新进行创业和实现企业可持续发展,根本保障是其关于创业、产品开发与管理创新的多维个人知识。创新型企业家通过企业内外的同质性和异质性实践交往、企业内部的物质性与精神性实践交往、对外的求实性与道德性实践交往,不断完善其个人知识。为了培养知识创新型创业人才,我国大学应该调整课程的内容结构,让学生通过多维知识学习改善知识结构,突出创新情境体验与创业案例分析,促进其创新理念生成;强化课程与教学的实践取向,突出应用开发的扎实训练,促进学生产品开发或识别能力生成;鼓励尝试创业与模拟创业,为学生创造异质交往与团队建设的机会,促进其创业能力和企业管理能力生成。

There are two modes of knowledge production(or innovation):“Mode 1”refers to university basic research,with no particular interest in knowledge application,and being organized in context of academic disciplines,while“Mode 2”knowledge is produced in the context of application by so-called trans-disciplinary collaborations.However,up to now,university curriculum has been designed to impart merely explicit knowledge produced via Mode 1,not tacit knowledge produced via Mode 2.As a result,most of our university students lack innovative abilities and entrepreneurship as well,since innovation and entrepreneurship are intertwined and go hand in hand.Entrepreneurs need to be innovative and acquire,through both internal and external communicative praxis,multidimensional personal knowledge about business,management and product development,so as to achieve sustainable growth for their businesses.To foster entrepreneurial/innovative talents,universities should update the content of existing curriculum,develop hands-on training courses,emphasize situated learning or learning through case studies,help students develop practical business skills via simulation exercises and encourage them to set up their own business.